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Abstract
This study examined sociodemographic factors that influence parental involvement in children’s education among recently resettled refugees in the U.S. Data came from the 2018 Annual Survey of Refugees (ASR). A sample of 1007 refugees aged 16 years or older was analyzed using chi-square tests to obtain the prevalence estimates and multiple logistic regression to predict an association between independent and dependent variables. The results indicate that females, married parents, those aged 25–29, and with good English proficiency were associated with higher odds of being involved in children’s education. However, unmarried refugees aged 55 or older were associated with lower odds of being involved in children’s education. Therefore, addressing existing gender disparities, language and cultural barriers, providing cultural orientation programs, encouraging parent-teacher communication, offering empowerment workshops, and increasing social support systems can help facilitate parental involvement in their children’s education. Further implications for practice and policy are discussed.
Acknowledgements
The author(s) received no financial support for the research, authorship, and/or publication of this article.
Disclosure statement
No potential conflict of interest was reported by the author(s). The findings and conclusions in this report are those of the author, and do represent the position of Urban Research Institute or other organizations that played a role in data collection of the AS.
Data availability statement
The data used for this study is public available from ICPSR at the University of Michigan and Urban Research Institute.